Teaching Lab All Partners Report

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 34 educators who completed the diagnostic survey, 34 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 71% 69% −3% 73%
Recognition of race & culture 43% 37% −6% 39%
Holding growth mindsets 54% 58% +5% 69%
Having high expectations and beliefs 100% 89% −12% 89%
Taking accountability for equitable instruction 95% 91% −4% 90%

1 Note: The number of observations varies between items from 31 to 34

2 n = 34

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 66% 66% +0% 72%
Trust in fellow teachers 93% 73% −20% 76%
Connectedness to fellow teachers 69% 87% +18% 90%
Have influence over professional learning 31% 33% +2% 52%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 69% 70% +1% 72%

1 Note: The number of observations varies between items from 30 to 29

2 n = 29

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 71% 73% +3% 74%
ELA instructional shifts 72% 74% +2% 76%
Fluency 56% 50% −6% 50%
Text complexity 78% 86% +8% 86%
Close reading 70% 74% +4% 76%
Building knowledge 60% 75% +15% 75%
Supporting students with unfinished learning 82% 82% +0% 82%

1 Note: The number of observations varies between items from 10 to 10

2 n = 10

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 61% 62% +2% 66%
Math instructional shifts 53% 53% +0% 56%
Equitable Math Instruction 57% 54% −3% 58%
Supporting students with unfinished learning 58% 68% +11% 72%
Effective Teaching Practices 77% 86% +9% 86%

1 Note: The number of observations varies between items from 24 to 24

2 n = 24

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
When observing teachers, I focus on…           Overall score 100% 75% −25% 75%
Whether the lesson is focused on a high-quality text or task 100% 75% −25% 75%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 100% 75% −25% 75%
Whether all students have opportunities to engage in the work of the lesson 100% 75% −25% 75%

1 Note: The number of observations varies between items from 4 to 5

2 n = 4

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 75% 0%
The questions and tasks address the analytical thinking required by the grade-level standards 50% 0%
All students have opportunities to engage in the work of the lesson 50% 0%

1 n = 4

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 7

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes

"I liked the layout of the course- everything was very
clear (especially on a new learning platform), if you had
any questions-the facilitators answered right away, and
they allowed us time to collaborate with our grade bands
throughout zoom meetings."

"I felt that it followed naturally and that each session
built on the previous one."

"i have learned a lot in the boot camp about EL, i was able
to collaborate with my other colleagues"

"Loads of new learning and material was presented. Great care
was taken to provide the material in digestible chunks that
can be revisited in some way."

"We had a calm/relaxed atmosphere. I was able to focus on one
piece of information at a time."

"The facilitators are wonderful. They created a safe space
where I felt I could share my feelings about a topic without
any judgement. It was also great to be reminded of the
importance of student discourse."

"This course was much more laid back and meaningful than a
prior module one I took."

"I really liked the activities we took part in (ex. tower of
hanoi), and open discussions."

"I came away with a clear understanding of how to follow the
curriculum with fidelity and how to modify the lessons to
meet my students' needs without losing that fidelity."

"Although internet and technology issues are often
inevitable, the entire course went well. There was a lot of
learning done within a few hours. I am so appreciative for
these boot camps."

Comments on Improving Experience
Quotes

"Faster internet and a device that did not fizzle out when
too many people were on the Zoom....chromebook hell."

"Starting this in Mid-August but I just really need to
implement what was reveled today."

"Quicker pace and the timing of the course... wish it was
sooner in the summer...too stressful right now."

"If as a group to discuss in detail how to effectively
implement this program fully remote and how to incorporate
it if/when we go hybrid."

"I hope we can reconvene sometime next year, in person, to
catch up with everyone. There is such a wealth of knowledge
in this group."

"incorporation of Teaching Lab pre-work into lesson. It
seemed like we were just doing the pre work to check off the
boxes and didn't feel meaningful."

"I really saw no purpose in using Nearpod for presenting the
PPT. It was just encumbersome."

"being able to log in from home rather than school -
distractions and building issues cause some problems for me."

"At times, I wasn't sure which doc to be in or that I needed
to have the Nearpod back up. Maybe just Dr Walls saying to
come back to the slides in Nearpod would be helpful."

Additional Comments
Quotes

"I appreciate everything that you a doing to help us do our
job effectively with teachers."

"Will like the continue with this PD. Great!! Call my school
district for continuing PD."

"The state of WI needs to stop spending this large amount
of money on outside companies and courses that do not
necessarily represent what most districts need or want. They
also need to stop being an agency that offers PD directly
to districts. The state needs to engage with CESAs more to
find out what our districts want or need and work with us to
provide them with those resources and training and use the
money on us, a state agency, not an outside, out-of-state
agency."

"In general, I don't think I fully understood the inquiry
cycle progression until day 4 or 5. Today's reflect helped
put it all into perspective."

"I hope to participate in this type of course again because
it was well -structured and engaging. We need more equity in
teaching and the world really."

"Instructors should know in advance what materials the
teachers actually have access to and remember, you have been
navigating this material for a long time and we haven't.
Nothing worse than struggling to find something that
someone telling you how easy it is to find, to make you feel
inadequate."

"The material from the guidebook is overused. Please consider
utilizing other examples! This repetition can get tedious."

"I taught GB last year, but did not have the introductory
boot camp until this one. This made all the difference.
Oddly though, the content of these sessions made more sense
because I did already have experience with GBs."

"I wish we would have touched on how to actually deliver day
to day lesson instruction in a virtual setting."

"Would like additional resources on the progression examples
in the CVA Progressions Worksheet. Are there any resources
out there? Has anyone done this with different common core
topics/stands?"


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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